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Unleashing the Power of Multilingualism Through Pedagogical Translanguaging in Foundation Phase
Abstract
For over a decade, scholars in the Global South have focused on the language of instruction, advocating for an inclusive approach towards language. The fundamental idea has been that through the incorporation of African languages, learners are afforded significant influence over what and how they learn. However, most South African schools have remained adamant and are dominated by monoglossic pedagogical practices that are detrimental effects to most multilingual learners. Drawing on 10 studies between 2019 and 2024, this chapter sought to explore the benefits of pedagogical translanguaging in foundation phase classrooms and the different strategies that can be used to effectively implement it in the classrooms. It argues that pedagogical translanguaging as an approach enables more effective meaning-making and supports pedagogic shifts that enhance participation and overall academic performance while promoting cultural awareness and social justice to linguistically marginalised learners.
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